If an applicant has taken a different English language test, the following are acceptable equivalent alternatives:

Test

Level required

Cambridge Certificate in Advanced English (CAE)/C1 Advanced

Overall score of 185 or above, with at least 176 in each component

Cambridge Certificate of Proficiency in English (CPE)/C2 Proficiency

Overall score of 200 or above, with at least 176 in each component

Pearson Test of English Academic (PTE Academic)

Overall score of 67 or above, with at least 61 in each component

Test of English as a Foreign Language (TOEFL) internet-based test (IBT)

Overall score of 95 or above, with at least 21 in listening, 22 in speaking and writing, and 23 in reading

Applicants must meet the English Language requirement at the time of submitting their application to Oak Hill and should have been awarded the relevant test result within the two years prior to the start of the programme that they are applying for.

An applicant whose first language is not English will be considered to have satisfied the requirement if they meet all of the following criteria:

1. They have successfully completed a qualification equivalent to a UK Bachelor’s degree or higher taught and assessed in English in a majority English-speaking country. Qualifications obtained by distance learning cannot be accepted for English language purposes.

2. If the degree was completed more than two years prior to applying to study at Oak Hill, the applicant must provide evidence at application stage of ongoing use of English. This could take the form of living in a majority English-speaking country1 or working in an occupation that requires regular use of English.

3. Throughout the application process, from application form to interview, the applicant must demonstrate English proficiency in listening, speaking, reading and writing.

1 Majority English-speaking countries are defined by the British government as follows: Antigua and Barbuda, Australia, the Bahamas, Barbados, Belize, Canada, Dominica, Grenada, Guyana, Ireland, Jamaica, New Zealand, St Kitts and Nevis, St Lucia, St Vincent and the Grenadines, Trinidad and Tobago, United Kingdom and USA.

BA (Hons) in Theology: 3rd Year (full time) Direct EntryOne of the following is acceptable as the normal minimum admission qualification:

•The Oak Hill Foundation Degree of Arts (FdA) in Theology.
•A Degree or Diploma considered by the College Director substantially to duplicate the material covered by Oak Hill’s Foundation Degree of Arts (FdA) in Theology.
•Such other similar qualifications as applicants may submit to the College Director (via the Admissions Office) and which are deemed by Middlesex University, on the College’s Director’s recommendation, to be acceptable in lieu of the above.

In addition to these academic criteria applicants for direct entry into the third year who would like to specialise in Theology for Crossing Cultures (TCC) must have completed a cross-cultural placement.

The MTheol in Theology may be classified as Pass, Merit or Distinction:

• A student will be awarded a Pass once they have attained the following grades or better in modules and dissertations worth 480 credits:
- In the first two years, the pass grade is C, but the student must attain an overall average of B+ or better, over modules worth 240 credits, to be allowed to progress to the third year.
- In the third year, the pass grade is 12 (on the undergraduate scale); however, to continue on into the fourth year, the student must attain an average of at least 8 on the undergraduate 15-point scale for their taught modules, plus a grade of 8 or better for their short dissertation.
- In the fourth year, the pass grade is 12 on the postgraduate 15-point grading scale.

• A student may be awarded a Pass with Merit once they have attained all of the above, and, in the third and fourth years, have attained a rounded average of 6.5 or better in the taught modules and dissertation(s), and grade(s) of 6 or better for the fourth year dissertation package (60 credits total)

• A student may be awarded a Pass with Distinction once they have attained all of the above, and, in the third and fourth years, have attained a rounded average grade of 3.5 or better in the taught modules and dissertation(s), and grade(s) of 3 or better for the fourth year dissertation package (60 credits total).

Restrictions: Compulsory for CertHE in Theology (TPS, TCC, TCY)

Assessment: Essay (100%)

Module Tutors: Tim Ward, Various

Part time CertHE students must take BD1.1 in their first year of study regardless of whether that is Year A or Year B.

The module begins with a number of sessions dedicated to an understanding of scripture as the Word of God and the implications of this understanding for how we approach the Bible. Topics include the inspiration of Scripture and other scriptural attributes; the systematic relation of the doctrine of Scripture to other central theological topics; and challenges to the orthodox doctrine of scripture. The module then broadens out to explore other areas of theological study, looking both at the impact of other disciplines on our understanding of scripture, and how our understanding of scripture can inform those disciplines: precise topics may vary year on year but will generally include biblical studies, doctrine and history, homiletics, apologetics and world mission. The assessment for the module comprises an essay on one aspect of the doctrine of scripture: this will be submitted, graded and returned part-way through the term and is intended both to help students understand the subject in greater depth and also to give them formative experience of academic essay writing.

Restrictions: Compulsory for CertHE in Theology (TPS, TCC, TCY)

Assessment: Text of a Presentation to Local Church Members or Other Agreed Group (100%)

Module Tutor: Brad Bitner [link]

We begin by evaluating different approaches to biblical theology with lectures and student seminars responding to the Klink and Lockett reading. Then we explore one particular approach in detail with the help of the Vos reading. We see further how this approach has precedent in the early church on the basis of the Irenaeus reading. And we investigate what a responsible biblical typology might look like with the help of the Hugenberger reading. The remainder of the module applies this composite method, with lectures and discussions, to the various epochs and genres of the Bible as a means to tracing and communicating the progression, continuity and diversity of the one story of redemption climaxing in Jesus Christ. Students choose from a set of biblical-theological themes and submit a written version of a church-based presentation tracing and applying that theme.

Restrictions: Compulsory for CertHE in Theology (TPS, TCC, TCY)

Assessment: Two Written Assignments (30% each); Unseen NT Exam (20%); Take-Home OT Paper (20%)

Module Tutors: Brad Bitner [link], Eric Ortlund [link], Matthew Sleeman [link]

Following an introduction to the Old Testament in general and the Pentateuch in particular, the Old Testament portion of the module will survey the background, structure, contents and purpose of the individual books in the Pentateuch as well as Joshua. Among these books, Genesis will serve as a set text. Major themes within the Pentateuch and Joshua and their biblical-theological trajectory will be addressed, and the diverse ways in which the texts under discussion address our contemporary context will be considered. In addition to lectures, students will participate in several seminars, each of which is designed to focus on the interpretation and implications of significant texts.

For the New Testament portion of the module, the programme will inter-mingle discussions of history and hermeneutics with surveys of the Gospel's. Lectures will devote particular attention to the relationship between history and theology, the history of the inter-testamental period, the socio-political context of the first century AD and how one might use and evaluate New Testament “criticisms.” Mark’s Gospel will serve as a set text. The module will offer an introduction to the other three Gospels, and it will examine how the Gospel’s engage with the Old Testament.

With regard to assessment, the essays seek to help students apply the exegetical and theological skills discussed throughout the module through critical reflection on particular texts/issues, in conversation with contemporary scholarship and with application to contemporary settings; the exam (New Testament) and take-home paper (Old Testament) assess the students’ Old Testament seminar discussions, their ability to connect the two Testaments in a Christotelic hermeneutic, as well as content and key issues addressed in lectures which address New Testament as well as Old Testament.

Restrictions: Compulsory for CertHE in Theology (TPS, TCC, TCY)

Assessment: Full Notes for a Talk/Sermon or Notes for a Bible Study Delivered on Placement, plus Written Feedback from the Placement Supervisor (100%)

Module Tutor: Tim Ward [link]

After an opening introduction both to the nature and varieties of word ministry and also to the personal virtues required of the preacher/teacher, the bulk of the module focuses on inculcating exegetical practices and disciplines that lead to faithful and fruitful homiletical outcomes. This is achieved by detailed study of a number of biblical texts from a range of literary genres. The module finishes by teaching and exemplifying good practices for moving from good exegesis to preached/taught messages.

The module is taught in two separate streams: (a) One for those who arrive at college already having received a good measure of training in these areas; (b) One for those who don’t. Both streams will cover the same topic areas, but the latter will move more slowly and will concentrate on fewer texts which are more straightforward. Both streams will be taught very interactively, with a significant amount of small-group work in most sessions. The latter stream will also require students to deliver an ungraded text-outline in a small-group setting led by an experienced practitioner. The practical outcomes to which the teaching content aims to lead are the focus of the assessment, which is a sermon, talk or Bible-study delivered in a ‘live’ situation, normally the student’s placement church.

Restrictions: Compulsory for CertHE in Theology (TPS, TCC, TCY)

Assessment: Delivery of a Talk (100%)

Module Coordinator: Dan Strange [link]

In 2018-19, the Workshops are likely to run in the January/February Reading Weeks and in July.

The teaching structure involves short sections of teaching, often visually illustrated, followed by work in small groups or pairs to practise what has been taught. As the three days progress, students gradually construct a talk on a Bible text of their choice, which is then delivered without notes on the final day; feedback is given straight after each talk by the module facilitators.

Restrictions: Compulsory for CertHE in Theology (TPS, TCC, TCY)

Assessment: Essay (100%)

Module Tutor: Mel Lacy [link]

The module begins by examining the biblical foundations and rationale for ministry amongst children and young people. Having established the biblical foundations, the module then moves on to consider educational theory with the express aim of helping students to identify where secular theories influence practice in the local church. The module concludes with the development of a pedagogical model from the Book of Proverbs. The assignment comprises an essay in which students are required to outline a biblical model of youth ministry.

Restrictions: Compulsory for CertHE in Theology (TPS, TCC, TCY)

Assessment: Doctrine Project (55%); Unseen Exam including Objective Test (45%)

Module Tutor: Matthew Bingham [link]

During lectures, we cover thoroughly the Trinity, Christology and the Spirit, looking at the biblical support for these doctrines, how they relate both to one another and to other doctrines of the Christian faith, and how the doctrines can be applied both to the church and to ourselves as pastors. At the same time, we explore the history of the Church from the first to the eleventh centuries. Through the set reading, students are given an opportunity to read, study and evaluate primary theological texts from key historical moments (for example Athanasius on the Incarnation, or an extract from Calvin’s Institutes); in class, both through lectures and in discussion, we analyse the doctrines presented as well as the associated historical movements and controversies. For the assessment, students are given a doctrine project in which they are asked to prepare a creed and apply it in the context of a local church: this requires them both to know the biblical teaching on a particular doctrine and to form a teaching outline which will apply that doctrine to pastoral ministry. In the exam, students are tested on their knowledge of the doctrines taught (both in lectures and through the set texts) and the historical and theological context. Alongside this, in class and in the assessment, there is a special focus on the Doctrine of God.

Restrictions: Compulsory for CertHE in Theology (TPS, TCC, TCY)

Assessment: Essay or Equivalent Contextualised Assessment (100%)

Module Tutor: Dan Strange [link]

In class, through a mixture of lecture and discussion, we draw out the central tenets of the Christian worldview, and contrast this with the basic contours of other worldviews. Through the assignment, students are given the opportunity to carry out a self-reflective assessment of their own worldview within the theological framework established in class.

Restrictions: Compulsory for CertHE in Theology (TPS, TCC, TCY)

Pre-requisites: DW1.1 (Christian Worldview & Anthropology) or equivalent

Assessment: Assignment around an Apologetic Encounter (100%)

Module Tutor: Dan Strange [link]

The module seeks to build on the foundations laid in DW1.1 (Christian Worldview & Anthropology). Through a mixture of lectures and discussion, we look at a number of different schools of apologetics, including the pre-suppositional apologetic method, and explore some typical objections to the Christian faith. The assessment comprises a fictional engagement with a non-Christian in a practical apologetic setting, and requires students to analyse the worldview encountered, to respond in an appropriate manner, and to provide an analytical commentary on their methodology.

Restrictions: Compulsory for CertHE in Theology (TPS, TCC); Elective for CertHE in Theology (TCY)

Assessment: Continuous Assessment Tests (40%); Unseen Exam (60%)

Module Tutors: David Shaw [link], Matthew Sleeman [link]

Beginning from no prior knowledge of Greek and a limited understanding of English grammar, classroom learning sessions include a mixture of up-front teaching combined with individual and collaborative learning exercises. These are supported by regular out-of-class exercises and learning, as part of which students are encouraged to form study-buddy partnerships. Other elements of the learning strategy include pre-set translations of portions of the New Testament and cumulative testing (both formal and informal).

MN1.1 Anglican Ministry I 15 credits

R
estrictions: Either MN1.1 or MN1.2 normally compulsory for CertHE in Theology (TPS); Elective for CertHE in Theology (TCC, TCY)

Assessment: Written Analysis on a Local Church Leadership Model (40%); Essay (60%); Placement Assignment on Corporate Worship (Pass/Fail)

Module Tutors: Graham Beynon [link], Mark Burkill [link], Johnny Juckes [link]

We conduct an overview of biblical leadership looking at positions and roles, including how the gospel shapes Christian leadership. We reflect on the spirituality of the Christian leader. We examine different principles driving aspects of church life and how this relates to church leadership. The biblical principles of corporate worship are introduced, a history and theology of Anglican worship and liturgy are covered (including the occasional offices), and there is discussion on how corporate worship should be led today. The assessment package allows students to write on aspects of the material covered as well as to plan and lead a service of their own in their placement church.

MN1.2 Independent Ministry I 15 credits

Restrictions: Either MN1.1 or MN1.2 normally compulsory for CertHE in Theology (TPS); Elective for CertHE in Theology (TCC, TCY)

Assessment: Written Analysis on a Local Church Leadership Model (40%); Essay (60%); Placement Assignment on Corporate Worship (Pass/Fail)

Module Tutor: Graham Beynon [link]

We conduct an overview of biblical leadership looking at positions and roles, including how the gospel shapes Christian leadership. We reflect on the spirituality of the Christian leader. We examine different principles driving aspects of church life and how this relates to church leadership. The biblical principles of corporate worship are introduced, a history of corporate worship is covered, and there is discussion on how corporate worship should be led today. The assessment package allows students to write on aspects of the material covered as well as to plan and lead a service of their own in their placement church.

Restrictions: Compulsory for CertHE in Theology (TPS)

Assessment: Assessment by Director of College Placements of Placement Supervisor’s Report (Pass/Fail)

Placements Coordinator: Johnny Juckes [link]

For part time students, their weekly church placement (PM1.2, PM1.3 or PM1.4) will normally take place in their home church. A placement will be needed during every year of a part time student’s programme, because a number of assignments will be based in the placement church (e.g. the sermon, talk or Bible study for BW1.1).

Students are encouraged to keep a weekly diary, reflecting regularly on all that they see, experience and participate in at their church placement. They are encouraged to meet regularly with their placement supervisor and to discuss the minister’s regular daily work, their vision for their ministry and how they attempt to build up believers in their church as well as engage in evangelism. Students are expected to preach, lead services and take up any other ministry opportunities offered to them; they are also encouraged to explore different forms of ministry, especially those aspects which they have not experienced before: this can include different theological, ecclesiological, sociological and cultural settings. As well as meeting regularly with the supervisor, it is hoped that they will get involved in specific areas of church ministry, thereby further developing their ability to work collaboratively within a local church ministry team. In terms of assessment, the placement church will serve as the setting for a number of assessment tasks linked to other modules (for example leading a service); satisfactory completion of the placement itself will be determined by the Director of College Placements on the basis of a report from the placement supervisor and associated student reflections/discussions.

Restrictions: Compulsory for CertHE in Theology (TPS, TCC); Elective for CertHE in Theology (TCY)

Assessment: Continuous Assessment Tests (40%); Unseen Exam (60%)

Module Tutors: David Shaw [link], Matthew Sleeman [link]

Beginning from no prior knowledge of Greek and a limited understanding of English grammar, classroom learning sessions include a mixture of up-front teaching combined with individual and collaborative learning exercises. These are supported by regular out-of-class exercises and learning, as part of which students are encouraged to form study-buddy partnerships. Other elements of the learning strategy include pre-set translations of portions of the New Testament  and cumulative testing (both formal and informal).

Restrictions: Compulsory for CertHE in Theology (TCC); Elective for CertHE in Theology (TPS, TCY)

Assessment: Essay (100%)

Module Tutor: Ray Porter [link]

The module begins with a presentation of the current state of the world church. In subsequent lectures we trace the history of Christianity in Asia, Africa and Latin America; the evangelisation of England and the development of the missionary movement from Europe in the post-Reformation era to the present day. The history of Christian engagement with Islam is studied specifically with an examination of modern missionary approaches to Islam. Throughout the course comparisons with and contrasts from modern mission are highlighted. The assessment is one essay of 2,000 words in which the student will give evidence of an ability to handle historical data and relate it to the theory and praxis of modern mission.

Restrictions: Compulsory for CertHE in Theology (TCC); Elective for CertHE in Theology (TPS, TCY)

Assessment: Report of a Cross-Cultural Engagement (100%)

Module Tutor: David Baldwin [link]

After defining culture and briefly surveying the history of cultural studies, students are introduced to the basic building blocks of culture using Storti’s cultural dimensions. Scenarios are considered in detail in order to concretise the theory and students are encouraged to reflect not only on other cultures but on their own cultural responses. The assessment asks students to think through the cultural dimensions taught in greater depth, reflecting on their own personal experience.

Restrictions: Compulsory for CertHE in Theology (TCC); Elective for CertHE in Theology (TPS, TCY)

Assessment: Essay (100%)

Module Tutor: David Baldwin [link]

After briefly considering the nature of mission, students are encouraged to think about the relationships between missionaries, sending churches and missionary agencies, through taught material, class discussion, web sites and relevant articles. Students are introduced to the work of Rolland Allen at the start of the 20th century and encouraged to view current missiological issues in the context of recent mission history. Missionaries and/or mission leaders in active work are occasionally brought into class to present on a particular topic and to field students' questions. The assessment enables students to study a missiological issue of particular interest or relevance to themselves in greater detail.

Restrictions: Compulsory for CertHE in Theology (TCC)

Assessment: Assessment by the TCC Director of Placement Supervisor’s Report (Pass/Fail)

Placement Coordinator: David Baldwin [link]

For par time students, their weekly church placement (PM1.2, PM1.3 or PM1.4) will normally take place in their home church. A placement will be needed during every year of a part time student’s programme, because a number of assignments will be based in the placement church (e.g. the sermon, talk or Bible study for BW1.1).

Students are encouraged to keep a weekly diary, reflecting regularly on all that they see, experience and participate in at their church placement. They are encouraged to meet regularly with their placement supervisor and to discuss the minister’s regular daily work, their vision for their ministry and how they attempt to build up believers in their church as well as engage in evangelism. Students are expected to preach, lead services and take up any other ministry opportunities offered to them; they are also encouraged to explore different forms of ministry, especially those aspects which they have not experienced before: this can include different theological, ecclesiological, sociological and cultural settings. As well as meeting regularly with the supervisor, it is hoped that they will get involved in specific areas of church ministry, thereby further developing their ability to work collaboratively within a local church ministry team. In terms of assessment, the placement church will serve as the setting for a number of assessment tasks linked to other modules (for example leading a service); satisfactory completion of the placement itself will be determined by the Director of Theology for Crossing Cultures on the basis of a report from the placement supervisor and associated student reflections/discussions.

Restrictions: Compulsory for CertHE in Theology (TCY); Elective for CertHE in Theology (TPS, TCC)

Assessment: Apologetic Talk (40%); Children’s Bible Teaching Lesson with Teacher’s Notes (60%)

Module Tutor: Mel Lacy [link]

The module looks at many different facets of practical children’s and youth ministry including, for example, age appropriate teaching methodology; how to prepare a talk; how to prepare and deliver a bible study; and how to understand the range of resources available to support a biblical children’s and youth ministry. The module also considers carefully the nature and role of evangelism and apologetics in children’s and youth ministry. The assessment package comprises two elements: the first requires the preparation of an apologetic talk suitable for a prescribed setting; the second requires the preparation of a children’s bible-teaching lesson with a talk outline/teacher’s notes.

Restrictions: Compulsory for CertHE in Theology (TCY); Elective for CertHE in Theology (TPS, TCC)

Assessment: Essay (100%)

Module Tutor: Mel Lacy [link]

The course begins with an in-depth study of worldview as a concept, comparing and contrasting the Christian worldview with other prevalent worldviews. We consider how to form a worldview through the nurture and care of children, and also the significance of worldview-building for youth and children’s ministry. We then transition into examining culture as a concept, in particular popular cultural trends and artefacts that impact children and young people. The assessment requires students to engage with a cultural trend and examine both the worldview behind the trend and the impact of that trend on children and adolescents, comparing it with the biblical worldview.

Restrictions: Compulsory for CertHE in Theology (TCY)

Assessment: Assessment by the TCY Director of Placement Supervisor’s Report (Pass/Fail)

Placement Coordinator: Mel Lacy [link]

For part time students, their weekly church placement (PM1.2, PM1.3 or PM1.4) will normally take place in their home church. A placement will be needed during every year of a part time student’s programme, because a number of assignments will be based in the placement church (e.g. the sermon, talk or Bible study for BW1.1).

Students are required to attend their placement church on a weekly basis, to deliver talks and to lead groups and activities. They are encouraged to develop their ministry skills in consultation with their placement supervisor and to reflect on the role and significance afforded to children’s and youth ministry in the context of their church placement. They are encouraged to meet regularly with their supervisor and to be in an accountable relationship; conversely, supervisors are asked to provide regular verbal and written feedback. In terms of assessment, the placement church may serve as the setting for a number of assessment tasks linked to other modules (for example a talk or Bible study); satisfactory completion of the placement itself will be determined by the Director of Youth & Children’s Ministry on the basis of a report from the supervisor and associated student reflections/discussions.

Restrictions: Elective for CertHE and FdA in Theology (TPS, TCC, TCY)

Assessment: Two Written Assignments (100%)

Module Tutor: Kirsty Birkett [link]

This is primarily a reading module. Students will read through the text of Calvin’s Institutes following a given schedule. There will be periodic meetings for discussion, moderated by the tutor. The two written assignments will require students to demonstrate their understanding of the text and relevant secondary sources.

Restrictions: Elective for CertHE in Theology (TPS, TCC, TCY)

Assessment: Written Assignment (100%)

Module Tutor: Kristi Mair [link]

The class meets in seminar style, with initial lectures given by the tutor. Every week there are required readings. Each student is assigned a topic in the history of philosophy and is required to do extra reading in that area, in order to understand the area and its contemporary parallels. The student then presents this account to the class, with discussion and tutor input.

Restrictions: Elective for CertHE and FdA in Theology (TPS, TCC, TCY)

Assessment: Community Survey Project (100%)

Module Tutors: Matthew Sleeman [link], Dan Strange [link]

The formal teaching element of the module comprises discursive lecture/tutorial sessions in the classroom. Students participate in pre-briefing and ethical clearance activities regarding the Community Survey Project (CSP), planning and arranging the survey with a church in-setting. The assessment for the module comprises the CSP itself, from which feedback is generated within the setting. Generic formative feedback is provided on the CSP when it is marked.

Restrictions: Elective for CertHE and FdA in Theology (TPS, TCC, TCY)

Assessment: Community Survey Project (65%); Elderly Ministries Project (35%)

Module Tutors: Matthew Sleeman [link], Dan Strange [link]

The formal teaching element of the module comprises discursive lecture/tutorial sessions in the classroom. Students participate in pre-briefing and ethical clearance activities regarding the Community Survey Project (CSP), planning and arranging the survey with a church in-setting. Students also participate in pre-briefing and ethical clearance activities regarding an Elderly Ministries Project (EMP), planning and arranging the project within a placement church. The assessment for the module comprises the CSP itself, from which feedback is generated within the setting, and the EMP. Generic formative feedback is provided on the CSP and EMP when they are marked.

Restrictions: Compulsory for CertHE in Theology (TPS, TCC); Elective for CertHE in Theology (TCY)

Assessment: Continuous Assessment Tests (40%); Unseen Exam (60%)

Module Tutors: David Shaw [link], Matthew Sleeman [link]

Beginning from no prior knowledge of Greek and a limited understanding of English grammar, classroom learning sessions include a mixture of up-front teaching combined with individual and collaborative learning exercises. These are supported by regular out-of-class exercises and learning, as part of which students are encouraged to form study-buddy partnerships. Other elements of the learning strategy include pre-set translations of portions of the New Testament and cumulative testing (both formal and informal).

Restrictions: Elective for CertHE and FdA in Theology (TPS, TCC, TCY)

Pre-Requisites: GK1.3 (Introduction to New Testament Greek) or equivalent

Assessment: Tests (20%); Exegetical Essay (40%); Unseen Exam(s) (40%)

Module Tutors: Brad Bitner [link], David Shaw [link], Matthew Sleeman [link]

We begin by learning -mi verbs (Duff Ch. 20) and testing -mi verbs and principal parts. Then we move to 'reading fast', by translating large sections (c. 20 vv.) of a set Gospel text, with students being asked in class to parse and make exegetical comments on the translated passage. These class sessions are interspersed with syntax sessions based on Wallace's text and New Testament examples. Syntax sessions are complemented as well by lessons on text-criticism and lexical semantics and their relevance to exegesis. We go on to 'reading slowly' by translating smaller passages from a set epistle and learning how to do a flow diagram of a passage. Each student then writes an exegetical essay on one of several set epistolary texts, moving from translation to exegesis and then toward application. Students are examined on their ability to translate unseen narrative and epistolary texts accurately and to apply their knowledge of syntax, text-criticism and lexical semantics.

Restrictions: Elective for CertHE and FdA in Theology (TPS, TCC, TCY)

Assessment: Short Tests (40%); Final Exam (60%)

Module Tutor: Eric Ortlund [link]

Our time will alternate between lecture/explanation of new concepts in each chapter, short group assignments in which new ideas are practiced, and focused reading of the Hebrew Bible together. Weekly vocabulary quizzes with short translations from the homework will be given, as well as three short tests and a final exam. All tests and exams will directly assess vocabulary, grammatical concepts, and translations covered in class or in the homework.

Restrictions: Compulsory for FdA in Theology (TPS,TCC,TCY)

Pre-Requisites: BS1.2 (Biblical Studies I) or equivalent

Assessment: Two Written Assignments (30% each); Two Unseen Exams (20% each)

Module Tutors: Chris Ansberry link], Eric Ortlund link], David Shaw link], Matthew Sleeman link]

The Old Testament portion of the module will explore texts covering the monarchic, exilic and post-exilic periods under four headings: Israel’s historiographic, prophetic, psalmic and wisdom literature. Introductory lectures for each category will consider the nature and function of these forms of literature within their ancient Near Eastern and biblical-theological contexts. Against the backdrop of these introductions, individual lectures will provide a mixture of general overview of select books and close readings of key texts, focusing on major themes and their development throughout the OT canon. Seminars will afford students the opportunity to reflect on significant exegetical and theological issues within representative texts and in conversation with secondary literature from across the methodological spectrum. The written assignment will enable students to demonstrate knowledge of a select book, the nature and function of its forms, familiarity with major themes and awareness of its historical, literary and biblical-theological context. The exam will offer a summative assessment, evaluating the seminar discussions and the students’ knowledge of the biblical texts, the nature and function of major genres as well as the development of major themes in the OT canon.  The New Testament lectures provide an overview of Acts and a Pauline set text, modelling the exegetical skills required of students, and demonstrating the significance of historical, literary and biblical-theological contexts. Lectures in Pauline Theology explore the methods and goals of theological synthesis and its value for ministry. Lectures on Acts summarise the narrative as a whole and explore its theological themes and their narrative integration. Across the New Testament assessments, students have the opportunity to develop and demonstrate skills in handling biblical texts and to trace themes and emphases that build toward theological synthesis.

Restrictions: Compulsory for FdA in Theology (TPS, TCC, TCY)

Assessment: Two Talks/Sermons/Bible Studies on Placement (50% each)

Module Tutor: Tim Ward [link]

The topics covered fall into two particular areas:  (1) The first area includes topics that develop and deepen material taught on exegesis and sermon/talk construction in BW1.1: more detailed consideration of good practices for moving from good exegesis to preached/taught messages, covering all aspects of the finished sermon/talk; the biblical-theological factors involved in preaching well from the Old Testament; engaging and wise application to hearers.  (2) The second area includes new topics which broaden and deepen students’ appreciation of the strong links between their homiletical practices and other parts of the college course: theories of textual meaning; the function of hermeneutical frameworks; the function of the Holy Spirit in preaching/teaching; the theology of preaching and word ministry; and evangelistic preaching. The material is taught by means of lectures with frequent small-group time in each session for assimilation, processing and interaction. The practical outcomes to which the teaching content aims to lead are the focus of the assessment, which are two sermons, talks or Bible studies delivered in a ‘live’ situation, normally the student’s placement church, one on the Old Testament and one evangelistic in emphasis.   

Restrictions: Compulsory for FdA in Theology (TPS, TCC, TCY)

Assessment: Self-Counselling Project (40%); Essay (60%)

Module Tutors: Steve Midgley [link], Andrew Nicholls [link]

A series of lectures and some recommended reading will provide students with a broad introduction to the place of sanctification in the Christian life and how a biblical counselling approach to pastoral care will shape ministry in a local church; specific examples will be addressed to illustrate this approach. Understanding of this approach will be assessed by a critical essay. Students will also engage in a personal ‘self-counselling’ project which will allow them to apply the principles explored in the course to their own lives; they will describe their experience of this project in a reflective essay.

Restrictions: Compulsory for FdA in Theology (TPS, TCC, TCY)

Assessment: Written Assignment(s) (100%)

Module Tutor: Kirsty Birkett [link]

Lectures will cover different ethical theories, both Christian and non-Christian, with models for coming to ethical conclusions. Class discussion in groups reinforces application of theory to specific situations. The assignment requires students to consider a particular ethical topic and argue for a conclusion from a basis of biblical exegesis.

Restrictions: Compulsory for FdA in Theology (TPS, TCC, TCY)

Assessment: Written Assignment (100%)

Module Tutors:  David Baldwin [link], Kirsty Birkett [link]

The course begins with an introduction which seeks to define "Cross-Cultural" and "Mission" and to set the scene for the course. Students are taught the basic building blocks of culture and are encouraged to analyse their own cultural heritage, including how it impinges on every area of life (including faith), and to develop a deeper understanding of how other people's cultures operate. There is a focus on how Christianity is currently perceived in contemporary western cultures, especially Europe. Students explore the challenges of presenting the Christian gospel cross-culturally; the importance of context; and the joys and challenges of ministering in multi-cultural communities and churches. The assessment creates further opportunities for students to reflect on their own cultural heritage, the heritage of other people, and the importance of this in communication and gathered worship.

Restrictions: Compulsory for FdA in Theology (TPS,TCC,TCY)

Pre-Requisites: DH1.1 (Doctrine & History I) or equivalent

Assessment: Essay (45%); Unseen Exam including Objective Test (55%)

Module Tutor: Matthew Bingham [link]

The knowledge-based threshold learning outcomes cover the lecture material delivered in class, and each of these is assessed in both the essay and the exam. The essay options provided require students to interact with both theology and history, evaluating the doctrinal heritage of the Church and analysing historical movements, controversies and texts. The exam also tests students on their theological and historical knowledge of the module content and includes an ‘essay’ section in which students are required to answer one or more questions which are both theological and historical in nature and which will require both evaluative and analytical skills.

Restrictions: Compulsory for FdA in Theology (TPS,TCC,TCY)

Pre-Requisites: DW1.2 (Apologetics I) or equivalent

Assessment: Essay (100%)

Module Tutor: Dan Strange [link]

The module aims to provide students with a theology of culture along with a framework/rationale for cultural engagement. We begin by exploring in detail one methodology for cultural analysis: students can then make use of this method, amongst others, to home in on one contemporary cultural text / artefact for their assignment. We then continue with an overview of a number of some of the major philosophical roots in Western culture (including modernism, post-modernism, and romanticism) and also explore and critique some evangelical responses to popular culture. The classes generally take the form of lectures and small-group discussion.

MN2.1 Anglican Ministry II 15 credits

Restrictions: Either MN2.1 or MN2.2 normally compulsory for FdA in Theology (TPS); Elective for FdA in Theology (TCC,TCY); Ordinands who are training for Pioneer Ministry may take MN2.3 instead

Pre-Requisites: MN1.1 (Anglican Ministry I) or equivalent

Assessment: Historical Essay (45%); Ecclesiological Essay (55%); Placement Reflections (Pass/Fail)

Module Tutors: Dave Walker[link]

We conduct an overview of Anglican church history from the 16th century to the present day and within this we identify key aspects of ecclesiology and different theological emphases within the breadth of Anglicanism. We then move to consider the biblical basis for Anglican church polity. This covers Anglican Church governance, both local and denominational, emphases of parochial church ministry, membership, the Five Guiding Principles and sacraments, and also comparison with alternative polities. There is discussion of contemporary church life within the module, and the module concludes with sessions on the implementation of areas of polity in church life. The assessment includes student reflections on aspects of their placement and provides an opportunity to write in depth on one historical topic and one ecclesiological topic.

MN2.2 Independent Ministry II 15 credits

Restrictions: Either MN2.1 or MN2.2 normally compulsory for FdA in Theology (TPS); Elective for FdA in Theology (TCC, TCY)

Pre-Requisites: MN1.2 (Independent Ministry I) or equivalent

Assessment: Historical Essay (45%); Ecclesiological Essay (55%); Placement Reflections (Pass/Fail)

Module Tutors:
Graham Beynon [link]

We conduct an overview of independent church history from the 16th century to the present day and within this we identify key aspects of ecclesiology. We then move to consider the biblical basis for independent church polity. This covers leadership, membership, discipline and sacraments, and also includes comparison with alternative polities . There is discussion of contemporary church life within the module, and the module concludes with sessions on the implementation of areas of polity in church life. The assessment includes student reflections on aspects of their placement and provides an opportunity to write in depth on one historical topic and one ecclesiological topic.

MN2.3 Pioneer Ministries 15 credits

Restrictions: Alternative To MN2.1 for Ordinands who are training for Pioneer Ministry

Assessment: Dossier (100%) including Commentary and  Reflective Diary

Module Coordinator: To be Confirmed

The module centres around placement-based ministry in an agreed missional context. This will normally be church planting, and where the student is already involved. The assessment for the module comprises the creation of a dossier of materials drawn from the placement-based ministry, presented and placed into context by means of a reflective diary and a commentary.

PM2.2 Weekly Church Placement II 0 credits

Restrictions: Compulsory for FdA in Theology (TPS)

Pre-Requisites: PM1.2 (Weekly Church Placement I) or equivalent

Assessment: Assessment by Director of College Placements of Placement Supervisor’s Report (Pass/Fail)

Placements Coordinator: Johnny Juckes [link]

Students are encouraged to keep a weekly diary, reflecting regularly on all that they see, experience and participate in at their church placement. They are encouraged to meet regularly with their placement supervisor and to discuss the minister’s regular daily work, their vision for their ministry and how they attempt to build up believers in their church as well as engage in evangelism. Students are expected to preach, lead services and take up any other ministry opportunities offered to them; they are also encouraged to explore different forms of ministry, especially those aspects which they have not experienced before: this can include different theological, ecclesiological, sociological and cultural settings. As well as meeting regularly with the supervisor, it is hoped that they will get involved in specific areas of church ministry, thereby further developing their ability to work collaboratively within a local church ministry team. In terms of assessment, the placement church will serve as the setting for a number of assessment tasks linked to other modules (for example leading a service); satisfactory completion of the placement itself will be determined by the Director of College Placements on the basis of a report from the placement supervisor and associated student reflections/discussions.

PM2.5 Summer Block Placement 0 credits

Restrictions: Compulsory for FdA in Theology (TPS); Elective for FdA in Theology (TCC, TCY)

Assessment: Portfolio of Reflective Reports (Pass/Fail)

Placements Co-ordinator: Johnny Juckes [link]

Each student normally arranges a two-week block church placement and a week-long chaplaincy placement: the length of the two components may vary slightly, as long as the chaplaincy takes a minimum of seven days. Students are required to keep a diary for both elements of the placement, to be written up as part of the assessment portfolio at the end, and are encouraged to look at the church’s/community’s life in general and to reflect on strategy in a specific area. While the placements are mainly observational in nature, students are nevertheless encouraged to take up opportunities for ministry as these are offered to them, and to consider working together as a member of a ministry team, not least when other members of that team are of a different churchmanship. Assessment is by means of a portfolio of supervisor’s reports and student reflections, reviewed by the Director of College Placements.

• The two-week block church placement should be arranged so that it provides an appropriate contrast with each student’s weekly placement church (e.g. in terms of tradition). Students are asked to reflect on the diverse nature of the church and its activities and to form an opinion as to their effectiveness.
• Within the week-long chaplaincy placement, students are encouraged to consider how far they can promote the Christian faith within a chaplaincy context.

PM2.6 College (Weekend) Mission 0 credits

Restrictions: Compulsory for FdA in Theology (TPS); Elective for FdA in Theology (TCC, TCY)

Assessment: Successful Completion of Weekend Mission (Pass/Fail); Reflective Report (Pass/Fail)

Mission Coordinator: Johnny Juckes [link]

Each student is required to undertake a weekend mission in a local church setting. The Missions Coordinator liaises with local churches around the UK who request student teams for the weekend, and allocates each student to a particular church mission team. A student leader is appointed for each team, and s/he, together with the team, contacts the church and plans and prepares the weekend’s events. Before, during and after the mission, students are asked to reflect on all that is involved in working with a church in a particular local context; they are also asked to consider how they might encourage that church to continue its mission strategy and opportunities beyond the mission weekend itself. Successful completion of the mission is assessed by means of a student reflection and a report from the mission leader at the local church end: both documents are reviewed by the Missions Coordinator.

Restrictions: Compulsory for FdA in Theology (TCC); Elective for FdA in Theology (TPS, TCY)

Assessment: Report of a Meeting and Engagement with a Muslim (100%)

Module Tutor: Robert Scott [link]

After an introductory lecture (which is based on the kind of seminar given to help “ordinary Christians reach ordinary Muslims”), we look at the founder of Islam (Muhammad) and Islam’s founding documents (the Qur’an and Hadith). These 4 lectures give a good basis, but also show how much more can be investigated. We aim to listen to the Islamic perspectives first, before being more critical and thinking about how this might help us with presenting the Gospel to Muslim people. To help with the former, the sixth lecture also looks at 2-3 Islamic theologians and philosophers and the seventh looks at different kinds of Muslim people (the “more fundamentalist” and the “more folkish”). This seventh lecture also directly thinks about evangelism to these different kinds of people. The eighth and ninth lectures look at Muslim and Christian relations more broadly over the last 1,400 years, but also with an eye to helping us to relate and witness to Muslim people. As part of the lectures, a couple of students are asked each week to present a “Hadith of the Week” and a “Prophet of the Week”. This is something they have to research on their own. The assignment concerns engaging with a particular Muslim person and thinking through (after the meeting) how they might present the Gospel to them: students will fill in an ethics declaration for approval before undertaking this activity.

Restrictions: Compulsory for FdA in Theology (TCC); Elective for FdA in Theology (TPS,TCY)

Assessment: Outline of  a Four-Week Course for British Christians on another Faith (100%)

Module Tutors: David Baldwin [link] Dan Strange [link]

After an introduction to the existence, geographical spread and numbers of adherents to non-Christian religions, students are presented with a biblical framework within which to understand other religions and are taught to develop a Christian approach to interactions with adherents of other faiths. The major world faiths are then examined in some detail, while smaller religions and sects are the subject of short student presentations. Each student has the opportunity to dig more deeply into one other religion of their choice as they prepare for their assessed work by conducting a sensitive interview with an adherent, in which listening is emphasised. The assessment is then to design a four-week course for local church members, based on the beliefs expressed by the interviewee, alongside other information the student has gleaned from a literature survey.

PM2.4 Weekly TCC Church Placement II 0 credits

Restrictions: Compulsory for FdA in Theology (TCC)

Pre-Requisites: PM1.4 (Weekly TCC Church Placement I) or equivalent

Assessment: Assessment by the TCC Director of Placement Supervisor’s Report (Pass/Fail)

Placement Coordinator: David Baldwin [link]

Students are encouraged to keep a weekly diary, reflecting regularly on all that they see, experience and participate in at their church placement. They are encouraged to meet regularly with their placement supervisor and to discuss the minister’s regular daily work, their vision for their ministry and how they attempt to build up believers in their church as well as engage in evangelism. Students are expected to preach, lead services and take up any other ministry opportunities offered to them; they are also encouraged to explore different forms of ministry, especially those aspects which they have not experienced before: this can include different theological, ecclesiological, sociological and cultural settings. As well as meeting regularly with the supervisor, it is hoped that they will get involved in specific areas of church ministry, thereby further developing their ability to work collaboratively within a local church ministry team. In terms of assessment, the placement church will serve as the setting for a number of assessment tasks linked to other modules (for example leading a service); satisfactory completion of the placement itself will be determined by the Director of Theology for Crossing Cultures on the basis of a report from the placement supervisor and associated student reflections/discussions.

PM2.8 Summer Cross-Cultural Placement I 5 credits

Restrictions: Compulsory for FdA in Theology (TCC); Elective for FdA in Theology (TPS, TCY)

Assessment: Briefing Paper; Local Supervisor’s Report; Reflective Journal (all Pass/Fail)

Placement Coordinator: David Baldwin [link]

Building on TCC modules CW1.3, CW1.4 and CW1.5, the student liaises with the Director of Theology for Crossing Cultures in planning and executing a four-week summer placement in an overseas, cross-cultural setting, in which the student is a cultural learner and observer-participant. In addition to a preparatory briefing paper, submitted during the term before the placement, the student is expected to keep a journal of their experiences and present a written report, based upon this journal, that summarises the things observed and learnt. This is submitted in the term following the placement. The student is also expected to discuss their placement with their placement supervisor on the ground, and a written supervisor's report is submitted together with the student's own reflections.

Restrictions: Compulsory for FdA in Theology (TCY); Elective for FdA in Theology (TPS, TCC)

Assessment: Essay (100%); Seminar Presentation (Pass/Fail)

Module Tutor: Mel Lacy [link]

The course begins with an in-depth study of the impact of ecclesiology on youth ministry followed by studies in the theology of family and, similarly, its relationship to children’s and youth ministry. We then spend a number of weeks examining the current models of children’s and youth ministry operating in the UK, tackling this through a mixture of direct teaching and student seminar presentations on the various models. The module then proceeds to examine the role of the children’s and youth minister in the local church and the nature of personal discipline in Christian ministry. We conclude with a number of weeks spent understanding how to build, train and equip volunteer teams and develop personal leadership skills. The assessment requires students to engage with current models of youth ministry and with the theology of ecclesiology in particular, and then to set out how they would articulate a form of ministry for a local church context.

Restrictions: Compulsory for FdA in Theology (TCY); Elective for FdA in Theology (TPS, TCC)

Assessment: Assessed Talk (40%); Event Plan and Talk Outline (60%)

Module Tutor: Mel Lacy [link]

This module covers many of the essential ministry skills required for those planning to enter into full time youth and children’s ministry; it also has an emphasis on training and equipping students to deliver talks effectively in different contexts in church and para-church based ministry. Subjects covered include: how to run a mums’ and tots’ group; working with the under 3s in church; how to support families in the discipleship of their children and how to partner with parents; how to run holiday clubs and evangelistic events; how to lead all-age services and plan holiday Bible clubs; how to work in schools; how to plan weekends/weeks away; and caring for children with disabilities in the church. There are two items of assessment: the first is to present in class a talk for an all-age service; the second is to plan an evangelistic event and present the outline of a talk for the event.

CW2.10 Pastoral Care of Children & Young People 5 credits

Restrictions: Compulsory for FdA in Theology (TCY); Elective for FdA in Theology (TPS, TCC)

Assessment: Essay (100%)

Module Tutor: Mel Lacy [link]

This module is designed to equip students to engage biblically with various pastoral care situations that may be encountered in full time children’s and youth ministry. Time is initially spent on developing a methodology for engaging with pastoral concerns; this is then followed by detailed lectures on the following issues: bulimia; anorexia; self-harm; sickness and bereavement in families; the impact of divorce and separation; addiction issues in teenagers; children and mental health; sex, sexuality and same-sex attraction; and child protection. The assessment is designed to help students articulate their pastoral care model with reference to one particular pastoral issue, including a brief account of how they would counsel the young person with reference to correct child protection procedures.

CW2.11 Spiritual Development of Children & Young People

Restrictions: Compulsory for FdA in Theology (TCY); Elective for FdA in Theology (TPS, TCC)

Assessment: Training Manual for a Volunteer Team (100%)

Module Tutors: Mel Lacy [link]

The module focuses on helping students to understand the nature and process of spiritual growth in children and young people. We begin by examining the nature of spiritual growth in children and young people with reference to secular research on conversion and faith development theories. We then consider the factors that may affect the spiritual development of children and young people, and how the sacramental life of the church impacts this. We look at the difference gender makes in faith development and engage individually with the discipleship of boys and girls. We conclude by looking at the role of the family and the church in the spiritual development of children and young people. The assignment asks students to write training materials for non-specialists (e.g. Sunday School volunteers) to help them understand and be able to nurture the spiritual development of children and young people in their care.

PM2.3 Youth & Children's Ministry Placements II 0 credits

Restrictions: Compulsory for FdA in Theology (TCY)

Pre-Requisites: PM1.3 (Youth & Children’s Ministry Placement I) or equivalent

Assessment: Assessment by the TCY Director of Placement Supervisor’s Report (Pass/Fail)

Placement Coordinator: Mel Lacy [link]

Students are required to attend their placement church on a weekly basis, to deliver talks and to lead groups and activities. They are encouraged to develop their ministry skills in consultation with their placement supervisor and to reflect on the role and significance afforded to children’s and youth ministry in the context of their church placement. They are encouraged to meet regularly with their supervisor and to be in an accountable relationship; conversely, supervisors are asked to provide regular verbal and written feedback. In terms of assessment, the placement church may serve as the setting for a number of assessment tasks linked to other modules (for example a talk or Bible study); satisfactory completion of the placement itself will be determined by the Director of Youth & Children’s Ministry on the basis of a report from the supervisor and associated student reflections/discussions.

PM2.7 TCY Mission 0 credits

Restrictions: Compulsory for FdA in Theology (TCY); Elective for FdA in Theology (TCC, TPS)

Assessment: Reflective Report (Pass/Fail)

Mission Co-ordinator: Mel Lacy [link]

Each student is required to undertake a TCY mission, which may take a variety of forms, such as a summer camp, a holiday Bible club or a weekend away. Students are required to exercise ministry and leadership skills in a specific way during the mission/weekend away. Each student writes a reflective piece following the mission to demonstrate critical self-awareness of their leadership practice, drawing on their particular experiences in the mission/weekend activity

Restrictions: Elective for FdA and BA (Hons) in Theology (TPS, TCC, TCY)

Pre-Requisites: HB2.3 (Introduction to Biblical Hebrew) or equivalent

Assessment: Tests/Assignments (20%); Exegetical Assignment (40%); Unseen Exam (40%)

Module Tutor: Ben Thompson [link]


Following an introductory orientation to Biblia Hebraica Stuttgartensia, we will devote particular attention to the translation of biblical Hebrew prose texts. These translations seek to reinforce and expand on elements of Hebrew grammar, syntax, morphology and vocabulary. And they attempt to increase the student’s facility for reading the Hebrew text. Together with the translation of biblical Hebrew prose texts, we will discuss textual criticism, lexical semantics, clauses and particles, each of which provide the tools necessary for our extended discussion and application of discourse analysis. The assessments attempt to concretise the topics discussed and the issues addressed in the module. Tests and assignments evaluate the student’s understanding of grammar, syntax, morphology, vocabulary, textual criticism, clauses and particles. The unseen exam assesses the student’s understanding of grammar, syntax, morphology, vocabulary, clauses, textual criticism and lexical semantics. And the exegetical assignment provides students with the opportunity to apply their knowledge of textual criticism, lexical semantics, clauses and particles to discourse analysis.

Restrictions: Compulsory for BA (Hons) in Theology (TPS, TCC, TCY)

Assessment: Essay (40%); Exam (40%); Project on the Set Text (20%)

Module Tutors: Eric Ortlund [link], Various

Class time will be spent in lectures on Isaiah, mixed with time for discussion on focused questions arising from the text. A variety of other lectures will be given by other faculty on the integration of Isaiah with other disciplines, and on ministry questions. Assessment will be made according to a final exam, which will contain an objective portion testing the student’s knowledge of Isaiah and an essay portion on interpreting major themes in the book. A written essay will focus specifically on integrating an understanding of Isaiah with other disciplines relevant to ministry and ministry questions. Finally, students will divide into groups and present the book of Isaiah as a whole in a way geared for a ministry setting.

Restrictions: Compulsory for BA (Hons) in Theology (TPS,TCC,TCY)

Assessment: Essay (40%); Exam (40%); Written Assignment (20%)

Module Tutors: David Shaw [link], Various

The course begins with an introduction to the rationale of the module and the New Testament text before undertaking an overview of the book. Interspersed with that overview and beyond it, a variety of lecturers develop the ways in which the text contributes to theological disciplines or topics, and the ways in which those areas contribute to a reading of the text. A final series of lectures reflect on the homiletical opportunities and challenges of the text. Formative feedback is given throughout the module in the form of regular class discussion and the opportunity to participate in three lecture-length Q&A discussions. The three sections of the exam are designed to test students’ ability (a) to locate a portion of the set text within the book; (b) to describe one of the book’s contributions to biblical theology; and (c) to apply that understanding to a hypothetical pastoral problem. The essays test students’ ability to integrate their study of the text with another area outside biblical studies, while the written assignment requires students to show how they would deploy their integrated understanding in a teaching context.

Restrictions: Elective for BA (Hons) in Theology (TPS, TCC, TCY)

Pre-Requisites: BS1.2 (Biblical Studies I) and BS2.2 (Biblical Studies II) or equivalents

Assessment: Essay (35%); Reflection on Pastoral Engagement (35%); Unseen Exam (30%)

Module Tutors: Steve Midgley[link], Andrew Nicholls[link]

A series of lectures and required reading will provide students with a broad appreciation of several approaches to the counselling task and class discussion will help in the development of a critical appraisal of these approaches; appropriate pastoral care in a range of situations will be explored by a mixture of lectures and set reading and understanding of these approaches will be assessed through a critical essay and an exam; students will engage in a series of arranged conversations involving mutual feedback before writing a reflective essay to review their personal learning.

Restrictions: Elective for BA (Hons) in Theology (TPS, TCC, TCY)

Assessment: Written Assignment (40%); Ministry Plan (60%); Seminar Presentation in Class

Module Tutor: Johnny Juckes[link]

The course will begin with a focus on the necessity of the integration of transformational spiritual renewal and corporate renewal and change. We will then explore key doctrinal components of the gospel with an emphasis on personal application and reflection, including reading and discussion of significant texts. The first assignment will provide the opportunity for an in-depth focus on one aspect of gospel dynamics personally applied. The second part of the course will then move to consider how personal spiritual growth is to motivate and shape leadership, church growth and the dynamics of change. Key texts on leadership (Christian and secular) and church growth will form the basis of student led seminars and discussion. The second assignment requires the development of a ministry plan that seeks to integrate the various components of the course.

Restrictions: Compulsory for BA (Hons) in Theology (TCC); Elective for BA (Hons) in Theology (TPS, TCY)

Assessment: Analysis of a Cross-Cultural Church Establishment (55%); Presentation on a Contextual Theologian OR Creation of a Creed for a Specific Situation (45%)

Module Tutor: Keith Ferdinando [link]

The course will begin with an examination of historic patterns of church in different cultures, considering the relationship to scripture and culture. Examples of establishing churches cross-culturally will be examined, with some practitioners' contributions and an analysis of contemporary missiological concepts. There will be an examination of the theological contributions from Asian, African and Latin American cultures and an opportunity for students to carry out an in depth analysis of one such theologian. The final section of the course will look at patterns for establishing churches and appropriate theology within specific contexts.  

Restrictions: Compulsory for BA (Hons) in Theology (TCC); Elective for BA (Hons) in Theology (TPS, TCY)

Pre-Requisites: PM2.8 (Summer Cross-Cultural Placement I) or equivalent

Assessment: Briefing Paper (Pass/Fail); Local Supervisor’s Report (Pass/Fail); Student’s Report on their Placement (Pass/Fail); Essay (100%)

Placement Coordinator: David Baldwin [link]

Building on previous modules addressing cross-cultural issues (CW1.3, CW1.4, CW1.5, DW2.3, CW2.5 and CW2.7) the student plans and organises an overseas cross-cultural placement in discussion with the TCC Director. A local supervisor is appointed, with whom the student liaises and interacts before, during and after the placement, most particularly through the supervisor's report. In addition to reflecting on his/her experiences and the supervisor's report, the student writes an essay on a particular aspect of overseas work combining reflective observation with reading around the subject in books, journals and web based resources.

Restrictions: Compulsory for BA (Hons) in Theology (TCY); Elective for BA (Hons) in Theology (TPS, TCC)

Pre-Requisites: BW1.3, DW1.4, CW2.8, CW2.9, CW2.10, CW2.11, PM1.3, PM2.3, PM2.7

Assessment: Project (6,000 words or agreed equivalent)

Research Project Coordinator: Mel Lacy [link]

After initially meeting with the supervisor to produce a draft research plan, the student will receive another four further hours of supervision. Oral but not written feedback will be given on a draft or drafts of the project. The rest of the student’s time will be spent in research and writing. While the supervisor may comment on aspects of the project and suggest further reading, the student’s research and writing will demonstrate their critical engagement with primary and secondary materials, their understanding of the field of study and the contribution of other disciplines to the topic of study, their originality in the application of knowledge, their use of techniques applicable to their own research, and their ability to formulate a constructive, coherent, well-informed argument.

Restrictions: Elective for BA (Hons) in Theology (TPS, TCC, TCY)

Pre-Requisites: DH1.1 (Doctrine & History I) and DH2.1 (Doctrine & History II) or equivalents

Assessment: Write up of a Class Presentation (30%); Book Review (30%); Unseen Exam (40%)

Module Tutors: Matthew Bingham[link], Chris Stead[link]

The module provides an account of the doctrine of justification which models the integration of theological disciplines. As the shape of the doctrine emerges, we engage with its exegetical, historical, pastoral, apologetic and doxological aspects. Lectures are interspersed with guided readings which highlight areas of ongoing debate and equip students for the book reviews.. A class presentation requires students to apply the doctrine to an aspect of contemporary culture; a later hand-in for the write-up of this presentation provides space for formative feedback. The unseen exam requires engagement with two biblical texts and engagement with the guided readings.

Restrictions: Elective for BA (Hons) in Theology (TPS, TCC, TCY)

Pre-Requisites: HB3.3 (Reading Biblical Hebrew) or equivalent

Assessment: Vocabulary Tests (25%); Translation Test (20%); Exam of Seen/Unseen Hebrew Texts (55%)

Module Tutor: Eric Ortlund[link]

Class time will be mostly spent reading aloud and translating. Students will make comment, as guided by the tutor, on syntactical issues in the text and its literary or poetic dimensions. There will also be lectures on Hebrew syntax and textual criticism, ancient Hebrew literary conventions, and how these texts can be applied in contemporary ministry settings. Weekly quizzes on vocabulary and syntax will be given as well as a mid-term test in which students translate and comment on texts covered in class with regard to syntactical problems and their literary dimensions, and a final exam which will include an unseen text.

Restrictions: Elective for BA (Hons) in Theology (TPS, TCC, TCY)

Pre-Requisites (Hebrew Stream): HB2.3 (Introduction to Biblical Hebrew) or equivalent

Assessment: Essay (40%); Unseen Exam (60%)

Module Tutor: Chris Ansberry[link]

To set the stage for an examination of the wisdom literature, introductory lectures will consider the wisdom literature within the history of interpretation, recent challenges to the usefulness of the category ‘wisdom literature’, the distinctiveness of the corpus within the Old Testament as well as the nature and distinctive features of Hebrew poetry. Against this backdrop, we will conduct a detailed exegetical and theological investigation of Proverbs, Job and Ecclesiastes, focusing on the content, movement and distinctive contributions of each document in its ancient Near Eastern and canonical contexts. Students will hold seminar discussions on significant exegetical and theological issues in each wisdom book. In the light of our exegetical and theological treatment of the wisdom books as well as the Song of Songs, we will reflect on the relationship among the wisdom books, the place of the wisdom literature in Old Testament theology and biblical theology, as well as the contribution of the wisdom literature to Christian theology and pastoral ministry. For the essay, students will produce an exegetical, theological and pastoral analysis of a specific text in the wisdom literature. And for the exam, students will address significant interpretive and theological issues discussed in lectures, seminars and readings.

Restrictions: Elective for BA (Hons) in Theology (TPS, TCC, TCY)

Pre-Requisites: GK2.3 (Intermediate Biblical Greek) or equivalent

Assessment: Tests (20%); Exegetical-Theological Paper (40%); Unseen Exam (40%)

Module Tutors: Brad Bitner[link], Matthew Sleeman[link]

Translational and exegetical classroom sessions with discussion of particular difficulties in the set texts, accompanied by student-led seminars towards the production of exegetical and theological papers, and classes addressing issues of Greek syntax and grammar, Bible content and Greek vocabulary test(s). Final summative exam, based on the set texts.

Restrictions: Elective for BA (Hons) in Theology (TPS, TCC, TCY)

Pre-Requisites: DH1.1 (Doctrine & History I) and DH2.1 (Doctrine & History II) or equivalents

Assessment: Essay (55%); Unseen Exam (45%)

Module Tutor: Chris Stead[link]

The introductory lectures deal with Perfect Being Theology. We then move on to a consideration of Trinitarian theology from a historical and systematic perspective and also in terms of the biblical foundations. We work through a selection of set texts in class and look at the classical attributes of God, interspersing this with discussions, practical simulations and problems. The essay affords students an opportunity to demonstrate understanding of the major subject areas covered within the module, while the exam additionally requires students to use their textual handling skills.

Restrictions: Elective for BA (Hons) in Theology (TPS, TCC, TCY)

Pre-Requisites: CW2.4 (Christian Ethics) or equivalent

Assessment: Seminar (45%); Essay (55%)

Module Tutor: Dan Strange[link]

After some introductory scene-setting lectures, we will describe, analyse and critique a number of evangelical public theology paradigms. This will be done through lectures, discussion (both plenary and small group) and set reading. Students will then present to the class an assessed 50 minute seminar on a chosen public theological topic. The write-up of the seminar will include a critical commentary of what they were trying to achieve in the seminar and how they felt it went. Students will also write an essay on a particular aspect of public theology, looking at both theological underpinnings and practical applications for ministry.  

Restrictions: Elective for BA (Hons) Theology (TPS, TCC, TCY); Compulsory for MTheol Theology (TPS, TCC)

Assessment: Dissertation (6,000 words)

Dissertations Coordinator: Eric Ortlund[link]

After initially meeting with the supervisor to produce a draft research plan, the student will receive another four further hours of supervision. Oral but not written feedback will be given on a draft or drafts of the dissertation. The rest of the student’s time will be spent in research and writing. While the supervisor may comment on aspects of the dissertation and suggest further reading, the student’s research and writing will demonstrate their critical engagement with primary and secondary materials, their understanding of the field of study and the contribution of other disciplines to the topic of study, their originality in the application of knowledge, their use of techniques applicable to their own research, and their ability to formulate a constructive, coherent, well-informed argument.

Restrictions: Elective for BA (Hons) in Theology (TPS, TCC, TCY)

Assessment: Project (6,000 words or agreed equivalent)

Dissertations Coordinator: Eric Ortlund[link]

After initially meeting with the supervisor to produce a draft research plan, the student will receive another four further hours of supervision. Oral but not written feedback will be given on a draft or drafts of the project. The rest of the student’s time will be spent in research and writing. While the supervisor may comment on aspects of the project and suggest further reading, the student’s research and writing will demonstrate their critical engagement with primary and secondary materials, their understanding of the field of study and the contribution of other disciplines to the topic of study, their originality in the application of knowledge, their use of techniques applicable to their own research, and their ability to formulate a constructive, coherent, well-informed argument.

Restrictions: Elective for BA (Hons) in Theology (TPS, TCC, TCY) by agreement with proposed tutor

Assessment: Assignment(s) on books read (5,000 words total)

Module Tutor: Dependent on Topic Chosen

The learning, teaching and assessment strategy will vary according to the topic chosen by the student and the texts that are read. At minimum, it will include an analysis as well as an oral and/or written evaluation of key issues in selected texts.

Restrictions: Elective for BA (Hons) in Theology (TPS, TCC, TCY) by agreement with proposed tutor

Assessment: Mid-Term Exam (30%); Final Exam (70%)

Module Tutor: Dependent on Language Chosen

The module is formed primarily around reading, translating and making theological observations on large sections of the Bible or related Ancient Near Eastern texts (e.g., set texts from the Hebrew Bible; Aramaic texts from Daniel, Ezra or the Targums; other possibilities including the Peshitta, Dead Sea Scrolls, etc.) in ONE of the following Semitic languages: Hebrew, Aramaic, Syriac or Ugaritic. The list of texts will be reconsidered each time the module is taught, and will vary depending on the language and/or the chosen texts. Class contact hours will be spent discussing these texts and/or translating and analysing the grammar and syntax of the texts, as well as reflecting theologically upon their content. And the exams will assess the student’s ability to translate as well as to make grammatical, syntactical and theological observations on both seen and unseen texts.

Restrictions: Compulsory for CertHE in Theology (TCY); Elective for CertHE in Theology (TPS, TCC)

Assessment: Apologetic Talk (40%); Children’s Bible Teaching Lesson with Teacher’s Notes (60%)

Module Tutor: Mel Lacy [link]

The module looks at many different facets of practical children’s and youth ministry including, for example, age appropriate teaching methodology; how to prepare a talk; how to prepare and deliver a bible study; and how to understand the range of resources available to support a biblical children’s and youth ministry. The module also considers carefully the nature and role of evangelism and apologetics in children’s and youth ministry. The assessment package comprises two elements: the first requires the preparation of an apologetic talk suitable for a prescribed setting; the second requires the preparation of a children’s bible-teaching lesson with a talk outline/teacher’s notes.

Restrictions: Compulsory for FdA in Theology (TCY); Elective for FdA in Theology (TPS, TCC)

Assessment: Essay (100%); Seminar Presentation (Pass/Fail)

Module Tutor: Mel Lacy [link]

The course begins with an in-depth study of the impact of ecclesiology on youth ministry followed by studies in the theology of family and, similarly, its relationship to children’s and youth ministry. We then spend a number of weeks examining the current models of children’s and youth ministry operating in the UK, tackling this through a mixture of direct teaching and student seminar presentations on the various models. The module then proceeds to examine the role of the children’s and youth minister in the local church and the nature of personal discipline in Christian ministry. We conclude with a number of weeks spent understanding how to build, train and equip volunteer teams and develop personal leadership skills. The assessment requires students to engage with current models of youth ministry and with the theology of ecclesiology in particular, and then to set out how they would articulate a form of ministry for a local church context.

Restrictions: Compulsory for FdA in Theology (TCY); Elective for FdA in Theology (TPS, TCC)

Assessment: Assessed Talk (40%); Event Plan and Talk Outline (60%)

Module Tutor: Mel Lacy [link]

This module covers many of the essential ministry skills required for those planning to enter into full time youth and children’s ministry; it also has an emphasis on training and equipping students to deliver talks effectively in different contexts in church and para-church based ministry. Subjects covered include: how to run a mums’ and tots’ group; working with the under 3s in church; how to support families in the discipleship of their children and how to partner with parents; how to run holiday clubs and evangelistic events; how to lead all-age services and plan holiday Bible clubs; how to work in schools; how to plan weekends/weeks away; and caring for children with disabilities in the church. There are two items of assessment: the first is to present in class a talk for an all-age service; the second is to plan an evangelistic event and present the outline of a talk for the event.

Restrictions: Compulsory for FdA in Theology (TCY); Elective for FdA in Theology (TPS, TCC)

Assessment: Essay (100%)

Module Tutor: Mel Lacy [link]

This module is designed to equip students to engage biblically with various pastoral care situations that may be encountered in full time children’s and youth ministry. Time is initially spent on developing a methodology for engaging with pastoral concerns; this is then followed by detailed lectures on the following issues: bulimia; anorexia; self-harm; sickness and bereavement in families; the impact of divorce and separation; addiction issues in teenagers; children and mental health; sex, sexuality and same-sex attraction; and child protection. The assessment is designed to help students articulate their pastoral care model with reference to one particular pastoral issue, including a brief account of how they would counsel the young person with reference to correct child protection procedures.

Restrictions: Compulsory for FdA in Theology (TCY); Elective for FdA in Theology (TPS, TCC)

Assessment: Training Manual for a Volunteer Team (100%)

Module Tutors: Mel Lacy [link]

The module focuses on helping students to understand the nature and process of spiritual growth in children and young people. We begin by examining the nature of spiritual growth in children and young people with reference to secular research on conversion and faith development theories. We then consider the factors that may affect the spiritual development of children and young people, and how the sacramental life of the church impacts this. We look at the difference gender makes in faith development and engage individually with the discipleship of boys and girls. We conclude by looking at the role of the family and the church in the spiritual development of children and young people. The assignment asks students to write training materials for non-specialists (e.g. Sunday School volunteers) to help them understand and be able to nurture the spiritual development of children and young people in their care.   

RP6.4 Master’s-Level Long Dissertation 60 credits

Restrictions: Either RP6.4 (Master’s-Level Long Dissertation), or, RP6.2 (Master’s-Level Short Dissertation) and RP6.3 (Master’s-Level Short Project) compulsory for MTheol (TPS, TCC) and MA in Theology; not available for the PGCert or PGDip in Theology

Assessment: Dissertation (15,000 words)

Dissertations Coordinator: Eric Ortlund[link]

After initially meeting with the supervisor to produce a draft research plan, the student will receive another four further hours of supervision. Oral but not written feedback will be given on a draft or drafts of the dissertation. The rest of the student’s time will be spent in research and writing. While the supervisor may comment on aspects of the dissertation and suggest further reading, the student’s research and writing will demonstrate: their critical engagement with primary and secondary materials; their understanding of the field of study and the contribution of other disciplines to the topic of study; their originality in the application of knowledge; their use of techniques applicable to their own research; and their ability to formulate a constructive, coherent, well-informed argument. In some cases, it will also demonstrate the student’s understanding of and compliance with the principles of ethical research.   

RP6.2 Master’s-Level Short Dissertation 30 credits

Restrictions: Either RP6.4 (Master’s-Level Long Dissertation), or, RP6.2 (Master’s-Level Short Dissertation) and RP6.3 (Master’s-Level Short Project) compulsory for MTheol (TPS, TCC) and MA in Theology; not available for the PGCert or PGDip in Theology

Assessment: Dissertation (7,500 words)

Dissertations Coordinator: Eric Ortlund[link]

After initially meeting with the supervisor to produce a draft research plan, the student will receive another four further hours of supervision. Oral but not written feedback will be given on a draft or drafts of the dissertation. The rest of the student’s time will be spent in research and writing. While the supervisor may comment on aspects of the dissertation and suggest further reading, the student’s research and writing will demonstrate: their critical engagement with primary and secondary materials; their understanding of the field of study and the contribution of other disciplines to the topic of study; their originality in the application of knowledge; their use of techniques applicable to their own research; and their ability to formulate a constructive, coherent, well-informed argument. In some cases, it will also demonstrate the student’s understanding of and compliance with the principles of ethical research.

RP6.3 Master’s-Level Short Project 30 credits

Restrictions: Either RP6.4 (Master’s-Level Long Dissertation), or, RP6.2 (Master’s-Level Short Dissertation) and RP6.3 (Master’s-Level Short Project) compulsory for MTheol (TPS, TCC) and MA in Theology; not available for the PGCert or PGDip in Theology

Assessment: Project (7,500 words or agreed equivalent)

Dissertations Coordinator: Eric Ortlund[link]

After initially meeting with the supervisor to produce a draft research plan, the student will receive another four further hours of supervision. Oral but not written feedback will be given on a draft or drafts of the project. The rest of the student’s time will be spent in research and writing. While the supervisor may comment on aspects of the project and suggest further reading, the student’s research and writing will demonstrate: their critical engagement with primary and secondary materials; their understanding of the field of study and the contribution of other disciplines to the topic of study; their originality in the application of knowledge; their use of techniques applicable to their own research; their selection of and commentary upon appropriate methodologies for constructing the project; and their ability to formulate a constructive, coherent, well-informed argument. In some cases, it will also demonstrate the student’s understanding of and compliance with the principles of ethical research.

These will normally take place monthly on a weekday evening: the details will be announced at the start of the academic year.

CW6.2 Advanced Islamic Studies 20 credits

Restrictions: Either CW6.2 or DW6.1 compulsory for MTheol Theology (TCC only); otherwise elective for MA, PGDip, MA, PGCert and MTheol Theology (TPS)

Assessment: Seminar (25%); Comparison of Surah and Bible (20%); Essay (30%); Briefing Paper (25%)

Credit Weighting: 30 credits

Module Tutor: To Be Confirmed

The first part of the course will be an historical investigation of Islam looking at contrasting views of its origins and the historical developments that have led to the present divisions in Islam. During this time students will also be taught to read Arabic words. The second section of the course will be an overview of the Qur’an with detailed study of certain surahs to investigate their structure and origin. There will also be an introduction to some of the Hadiths and their role in modern Islam. The third section will look at Christian approaches to Islam both globally (involving differing mission theologies and practice) and locally (with understanding of the community relations developed from secular and Christian perspectives).

DW6.1 Christian Theology of World Religions 20 credits

Restrictions: Either CW6.2 or DW6.1 compulsory for MTheol Theology (TCC only); otherwise elective for MA, PGDip, MA, PGCert and MTheol Theology (TPS)

Assessment: Seminar (30%); Essay (40%); Unseen Exam (30%)

Credit Weighting: 30 credits

Module Tutor: Dan Strange [link]

After some introductory lectures, we will read and discuss in class a number of seminal texts in the theology of religions. Students will then present a seminar on one scholar within the theology of religions. We will then focus in class on developing the constructive theology of religions using some recently published statements as a foundation for class discussion. Finally we will look at a number of contemporary missiologically based scenarios that might appear in ministry settings. For the essay, students will offer an extended piece of writing focusing on evangelical approaches to other religions and the impact of these on various pastoral and practical issues; the exam will offer a summative assessment of all of the knowledge areas listed above, as well as of students’ skills in textual analysis.

Restrictions: Elective for MTheol (TPS, TCC), MA and PGDip in Theology; not available for the PGCert in Theology; may not be taken by students who have previously credited BD4.1

Assessment: Write up of Class Presentation (25%); Review and Comparison of two Books (35%); Exam (40%)

Module Tutors: Matthew Bingham, Chris Stead

The module provides an account of the doctrine of justification which models the integration of theological disciplines. As the shape of the doctrine emerges we engage with its exegetical, historical, pastoral, apologetic, and doxological aspects, developing the skills and knowledge required across the threshold learning outcomes. Lectures are interspersed with guided readings which highlight areas of ongoing debate and model the knowledge and skills required. A class presentation requires a nuanced and sophisticated analysis of the doctrine and its application to contemporary culture; a later hand-in of the write up provides space for formative feedback. The book reviews involve evaluation and comparison of different works at a high technical level. The unseen exam requires substantial engagement with two biblical texts, and the ability to critically analyse the guided readings with reference to the whole course content.

Restrictions: Elective for MTheol (TPS, TCC), MA and PGDip in Theology; not available for the PGCert in Theology; may not be taken by students who have previously credited BS4.2

Pre-Requisites: HB3.3 (Reading Biblical Hebrew) or demonstration of equivalent Hebrew proficiency

Assessment: Class Participation/Weekly Vocabulary Tests (25%); Mid-Term Translation Test (20%); Exam (55%)

Module Tutor: Eric Ortlund

Students will be asked to read sections of grammar and articles on the Hebrew language and prepare, in advance of class, the set texts. Lectures on Hebrew poetry, grammar, syntax and text-criticism will be given as necessary, but the bulk of the class hours will focus on reading the Hebrew texts, as well as discussing the key issues. In addition, students will be asked to read aloud portions of the set text to improve both their oral and aural skills. There will be regular vocabulary and grammar tests that are designed to: 1) improve vocabulary acquisition and retention; and 2) advance their understanding of Hebrew grammar and syntax. The bulk of the assessment will involve two tests that are focused on translation; analysis of the grammar, syntax, text-critical issues; and, where appropriate the poetry, of a given text. The first of these will be administered mid-way through the term, covering texts assigned up to the mid-term test; the second will be the final exam, covering texts from the mid-term test to the end of term, as well one or two unseen texts.

Restrictions: Elective for MTheol (TPS, TCC), MA and PGDip in Theology; not available for the PGCert in Theology; may not be taken by students who have previously credited BS4.4

Pre-Requisites (Hebrew Stream): HB3.3 (Reading Biblical Hebrew) or demonstration of equivalent Hebrew proficiency

Assessment: Book(s) Review (10%); Essay (40%); Unseen Exam (50%)

Module Tutor: Chris Ansberry

Introductory lectures will focus on the dynamics of Hebrew poetry, the nature and worldview of ancient Near Eastern wisdom literature, as well as the distinctive posture, modes of discourse, and emphases within the wisdom literature of the Old Testament. In the light of this backdrop, we will devote significant attention to the substance, structure, and interpretive issues of Proverbs, Job, Ecclesiastes and Song of Songs. These lecture/discussions will interpret key texts within each book in conversation with other approaches and readings. They will also include several seminars on critical texts, all of which are designed to cultivate critical engagement with the assumptions, approaches, and interpretations of others. Having explored the individual wisdom books in detail, we will reflect on wisdom influence elsewhere in the canon, the relationship among the wisdom books, and the development of wisdom thought and motifs in the Second Temple period as well as the New Testament. With respect to the book review, students will offer a critical evaluation of the assumptions, methods, and proposals of two significant introductions to the wisdom literature. As for the essay, students will offer a detailed exegetical (Hebrew or English text) and theological interpretation of a set text from Ecclesiastes, giving specific attention to the text’s historical and literary context, genre, structure, substance, theological significance, and contemporary or pastoral value. The exam will offer a summative assessment of all of the knowledge areas noted above and will evaluate the students’ critical engagement with the various views encountered in their seminar discussions.

Restrictions: Elective for MTheol (TPS, TCC), MA and PGDip in Theology; not available for the PGCert in Theology; may not be taken by students who have previously credited BS4.9

Pre-Requisites: GK2.3 (Intermediate Biblical Greek) or demonstration of equivalent Greek proficiency

Assessment: Tests (Pass/Fail); Exegetical-Theological Paper (60%); Exam(s) (40%)

Module Tutors: Brad Bitner, Matthew Sleeman

Translational and exegetical classroom sessions with discussion of particular difficulties in the set texts, accompanied by student-led seminars towards the production of exegetical and theological papers and classes addressing issues of Greek syntax and grammar. Bible content and Greek vocabulary test(s). Final summative exam, based on the set texts.

Restrictions: Elective for MTheol (TPS, TCC), MA and PGDip in Theology; not available for the PGCert in Theology; may not be taken by students who have previously credited CW4.7

Assessment: Seminar (20%); Essay (35%); Essay (45%)

Module Tutor: Johnny Juckes

The course will begin with a focus on the necessity of the integration of transformational spiritual renewal and corporate renewal and change. We will then explore key doctrinal components of the gospel with an emphasis on personal application and reflection, including reading and discussion of significant texts. The first assignment will provide the opportunity for an in-depth focus on one aspect of gospel dynamics personally applied. The second part of the course will then move to consider how personal spiritual growth is to motivate and shape leadership, church growth and the dynamics of change. Key texts on leadership (Christian and secular) and church growth will form the basis of student led seminars and discussion. The second assignment requires the development of a ministry plan that seeks to integrate the various components of the course.

Restrictions: Elective for MTheol (TPS, TCC), MA and PGDip in Theology; not available for the PGCert in Theology; may not be taken by students who have previously credited DH4.1

Assessment: Essay (60%); Unseen Exam (40%)

Module Tutor: Chris Stead

Initial lectures locate the doctrine of God within contemporary discourse and introduce the key themes of perfect being theology, with discussion of its biblical, systematic and historical bases and exercises in explaining it. We then relate perfect being theology to different trinitarian accounts, in conjunction with major primary trinitarian texts, discuss whether and how these topics can be properly integrated and what theological consequences flow from such integration. After that, we move in lectures, discussion and scenario exercises to consider the individual attributes of God in classical theism, their biblical basis, objections to them and their significance pastorally, doxologically and apologetically in the contemporary world.

Restrictions: Elective for MTheol (TPS only), MA and PGDip in Theology; not available for the PGCert in Theology; may not be taken by students who have previously credited DW4.2 and therefore not available for MTheol in Theology (specialising in TCC)

Assessment: Seminar (25%); Preparation of a Creedal Statement (35%); Essay (40%)

Module Tutor: Keith Ferdinando

The course will begin with an examination of historic patterns of church in different cultures, considering the relationship to scripture and culture. Examples of establishing churches cross-culturally will be examined, with some practitioners’ contributions and an analysis of contemporary missiological concepts. There will be an examination of the theological contributions from Asian, African and Latin American cultures and an opportunity for students to carry out an in depth analysis of one such theologian. The final section of the course will look at patterns for establishing churches and appropriate theology within specific contexts.

Restrictions: Elective for MTheol (TPS, TCC), MA, PGDip and PGCert in Theology

Assessment: Seminar Precis (20%); New Testament Biblical Theology Paper (50%); Exam (30%)

Module Tutors: Brad Bitner, David Shaw

Introductory lectures will present the challenges and opportunities of unity and diversity in New Testament theology and will contextualise a series of set readings that epitomise the history of the discipline and locate the approach taught in this module. Students will draft a set of précis summarising assigned readings to bring to a series of class meetings as the basis for seminar discussions. Although these précis advance the word count of the module assessment, they will only require engagement with one major text, without the additional research called for by an essay. We will also determine the final number of précis required with the overall workload in mind. Further lectures will investigate the relationship between the New Testament and the Old Testament and the ways in which the New Testament uses the Old Testament. In addition, lectures with significant discussion components will explore key biblical-theological themes across New Testament texts and the unique manner in which certain individual New Testament texts contribute to biblical and systematic theology. The New Testament biblical theology paper will require each student to engage with an approved New Testament epistle and to unfold in detail its contribution to New Testament, biblical and systematic theology as well as preparing an appendix dealing with its application to a ministry context. A final exam will draw these elements together, assessing in particular the student’s critical engagement with issues of method in constructing and articulating a New Testament biblical theology on the basis of unseen set texts.

Restrictions: Compulsory for MA, PGDip and PGCert Theology; Elective for MTheol Theology (TPS, TCC)

Assessment: Seminar (30%); Exegesis (30%); Event and Written Account (40%)

Module Tutors: Chris Ansberry, Kristi Mair, Tim Ward

After introductory reflections on epistemology and hermeneutics, the module will progress in two movements. The first will establish the theological and epistemological foundations for our hermeneutical explorations. Here we will examine Christian accounts of human knowledge of God and creation in the light of the creator-created distinction, the fall of humanity and redemption, using biblical and other material. We will describe and examine key proposals for a sound epistemology in the western tradition, considering objections to these proposals from Sophism, Scepticism, Nihilism and post-modernism. And we will evaluate the hermeneutical and theological implications of these epistemologies, as well as their objections, using worked examples and scenarios. From this theological and epistemological foundation, the second part of the module will focus on hermeneutics in the stricter sense. Here we will describe and examine various hermeneutical approaches, devoting particular attention to their epistemological underpinnings, theological implications, and conception of the relationship among author, text and reader. We will focus on specific hermeneutical issues, such as dual authorship, semiotics, the situated-ness of the reader and the relationship between interpretation and theology. And we will discuss fitting strategies for Christian appropriation of hermeneutical disciplines in order to nurture Christian faith. Together, these theological, epistemological and hermeneutical discussions will provide a backdrop for the module assessments. For the seminar paper, students will describe and critically evaluate a major objection to human claims to knowledge, indicating possible well-framed Christian responses to that objection. For the exegetical paper, students will explore a passage relating to the knowledge of God but will use and critically evaluate different hermeneutical techniques in doing so. And for the event and written account, students will present sophisticated knowledge pertaining to the human knowledge of God to a non-technical audience and provide a critical evaluation of both the presentation and its specific subject matter.

Restrictions: Elective for MTheol (TPS, TCC), MA, PGDip and PGCert in Theology

Assessment: Seminar 1 (25%); Seminar 2 (25%); Exam (50%)

Module Tutor: Matthew Sleeman

A series of discursive classroom sessions will provide students with an overview of Acts as a narrative-theological text. This will be supplemented by set readings which will focus on particular loci within Acts scholarship. These will lead to group discussion, fostering a critical and reflective evaluation of advanced scholarship on Acts. Coursework essays (leading to student-led class seminar-presentations) will variably facilitate, develop and assess the various threshold learning outcomes for the module. Students developing further Greek linguistic skills will receive classes on these – requiring preparatory work. Students will also develop their appreciation of first-century context, via directed self-reading and reflection. A final exam will draw these elements together.

Restrictions: ‘Taught’ Elective for MTheol (TPS, TCC), MA, PGDip and PGCert in Theology by agreement with the Director of Postgraduate Studies and the proposed tutor; if the student is also taking RP6.2, RP6.3, RP6.4 or RP6.6, the study area must be sufficiently different from the dissertation/project topic as judged by the Faculty; students may not normally take RP6.7 and RP6.8 together

Assessment: Essays (up to three, no more than 7,500 words total)

Module Tutor: Dependent on Topic Chosen

The class contact hours are spent discussing these texts and the issues they raise, with an eye on their use of Scripture and their pastoral applications. The bulk of the study hours will consist of independent reading of the set texts. The balance of contact time to other study time will vary depending on the needs of the student and how many students are taking this module at one time. The assessment consists of essays based on the stipulated readings; where appropriate the assignments may also be informed by other works consulted on the student’s own initiative and their wider exploration of the subject [max. total of 7,500 words]. The number of essays (no more than three individual essays) will depend on the readings. Students choose a subject from a published list which changes each year.

Restrictions: ‘Taught’ Elective for MTheol (TPS, TCC), MA, PGDip and PGCert in Theology by agreement with the Director of Postgraduate Studies and the proposed tutor; students may not normally take RP6.7 and RP6.8 together

Assessment: Mid-Term Test (30%); Final Exam (70%)

Module Tutor: Dependent on Language Chosen

Class time will consist mostly of discussion on the set texts and any linguistic issues, which students will be asked to prepare in advance of class. The bulk of the study hours will consist of independent reading of set texts and independent study of the chosen biblical language. Students may be asked to read sections of grammars and other readings related to the chosen biblical language. The assessment will consist of two tests that are focused on translation, as well as some or all of the following: grammar, syntax, literary features, poetry and theology. The first of these tests will be administered approximately half-way through the term, covering texts assigned up to the mid-term test; the second will be the final exam, and will cover assigned texts throughout the term, as well some unseen texts. Students will be able to choose from a list of languages and topics.

Restrictions: Elective for PGDip and PGCert only; not available for MTheol (TPS, TCC) or MA in Theology

Assessment: Dissertation or Project (7,500 words)

Dissertations Coordinator: Eric Ortlund

After initially meeting with the supervisor to produce a draft research plan, the student will receive another four further hours of supervision. Oral but not written feedback will be given on a draft or drafts of the work. The rest of the student’s time will be spent in research and writing. While the supervisor may comment on aspects of the work and suggest further reading, the student’s research and writing will demonstrate: their critical engagement with primary and secondary materials; their understanding of the field of study and the contribution of other disciplines to the topic of study; their originality in the application of knowledge; their use of techniques applicable to their own research; depending on the nature of the research, their selection of and commentary upon appropriate methodologies for constructing the project; and their ability to formulate a constructive, coherent, well-informed argument. In some cases, it will also demonstrate the student’s understanding of and compliance with the principles of ethical research.

Postgraduate Diploma in Theology

The PGDip makes our training for gospel ministry available more widely at a postgraduate level. What distinguishes the PGDip from the MA and MTheol (year 4) is that it does not require a research component, although you can do a short research project if you choose.

You take four modules to earn the PGDip. This fits well for many people who want to study and prepare for ministry at a postgraduate level, but for whom independent research is not the right fit.

The programme can be taken over one year full time or two years part time.

Essential information
Course name
Postgraduate Diploma in Theology
Mode of study
One year full time
Two years part time
Total credits
120 credits
Level of learning
Level 7 (Postgraduate)
Location
Oak Hill College, Southgate, London N14 4PS
Fees
2018/19 fees:
Tuition Fees per year are £8,725 (full time) or £4,362 (part time, payable for each year)
Middlesex University Registration Fee:  £735 per year
Fees Details
Entry requirements
The normal entrance requirement is a UK Honours degree in Theology (classified 2.2 or above). Normally, broader degrees in Religious Studies and other subjects will not provide an adequate grounding for the programme. Students without a degree in Theology may qualify for admission if they are able to demonstrate both academic ability and sufficient other theological background.

Students wishing to take certain modules in Biblical Studies as part of their programme must demonstrate a proficiency in Greek or Hebrew at least to the standard of the pre-requisites identified for the relevant Oak Hill modules.
English language
requirements
Applicants must also satisfy the College that they have a sufficient command of spoken and written English to meet the demands of the programme. An applicant whose first language is not English will be expected to reach, at the point of application to Oak Hill College, a suitable minimum level of English language. We therefore require all applicants whose first language is not English to take an Academic IELTS test and achieve an overall score of 7.0 or above, with no less than 6.5 in each component.
Alternatives
International students
Please note that Oak Hill College does not have a Tier 4 licence and is therefore unable to sponsor applicants from outside the EU/EEA/Switzerland for a student visa. More information about this can be found on the UK government website:
Government Website
Approved for ordinands
Yes.
Ordinands who are already Theology graduates would normally study the PGDip part time over 22 months alongside additional modules that make their overall programme full time. Alongside their Level 7 modules, ordinands will complete a suite of placements and will also study a selection of modules at Levels 4 and 5 to provide specific Anglican training (as approved by the Church of England).
Applying
Our closing date for applications is Tuesday 7 May 2019, but do ensure you apply in good time as, if you’re concerned about accommodation, there are key dates that you’ll need to meet, as well as other things to allow time for in the application process.
How to apply
Programme Information
Mode
Full time

Full time students are expected to be in College five days a week, from Monday to Friday, and are required to attend all classes and fellowship group meetings, and to meet the requirements of their particular pathway as regards placements. Chapel takes place every weekday in the middle of the day and full time students are expected to attend every day.  There are no module classes on Wednesdays; on six Wednesdays each academic year, we invite guest speakers in to share their varied ministry experiences with students. We encourage students to treat being a full time student in the same way as having a full time job.

Part time

Part time students are required to attend all their classes and are expected to attend Chapel on the days that they are in College. Chapel takes place every weekday in the middle of the day.

Placements

PGDip students normally do not complete placements. However, Church of England ordinands taking the PGDip are required to complete placements.  They are a core part of your training, integrating learning and application in real-life ministry situations.  A key purpose of placements is to give you experience of a different church setting in order to develop gifts, learn about other forms of ministry, and to see a different church in action.  

Ordinands are required to complete:
 • two years of a weekly church placement (PM1.2 and PM2.2)
 • a College weekend mission;  these take place in churches around the UK and a team of students will go to each church  (PM2.6)
 • a three-week summer block placement which normally consists of 14 consecutive days in a church and seven days in a  chaplaincy (PM2.5).

It is College’s responsibility to allocate placement churches and to ensure that there is appropriate discussion of your needs and the church’s requirements and contributions.

Placements
Learning, teaching and assessment
Pedagogy

Our ultimate aim is not just to impart information but to work towards the transformation of students as they reflect with others on loving Christ more deeply in order to explain him simply. We pursue the enhancement of teaching and learning within the College by fostering:

• habits in the lecturer of reflective, self-critical intentionality and innovation
• an ethos in the classroom of directed, dynamic and active learning
• an ethos amongst the faculty of collegiality, teachability and servant leadership
• an ethos in the College of coherence, excellence and doxology

Study hours and make up of study

Within Higher Education, it is generally understood that 1 credit = 10 hours of study, shared between class time, pre-class reading, private study and assessment.

This means that a 30 credit module = 300 hours of study. So for the PGDip, 120 credits = 1200 study hours over the course of the programme as a whole.

In-class learning involves lectures, seminars, discussions, worked examples and presentations. Out-of-class study involves reading, reflecting, researching, writing assignments, group projects and revision for exams.

Learning, teaching and assessment

The College aims to provide a learning experience which is demanding and exhilarating, reflecting the highest academic standards as well as excellence in pedagogy. The programmes offer a rich and varied learning experience which encompasses lectures, seminars, language classes, field trips, placements and a range of formative and summative assessments. Through these assessments, the College aims to provide all students with an equal opportunity to demonstrate their achievement of Threshold Learning Outcomes (at module level) and Programme Learning Outcomes. Underlying all of the College’s programmes is a commitment both to information and to transformation, and a belief that the sub-disciplines within Theology are integrated within the framework provided by scripture, which can and does speak into every area of life.

You will be awarded the PGDip in Theology once you have attained grade 12 or better in modules worth 120 credits at Level 7.

The PGDip in Theology is closely related to the PGCert in Theology (60 credits): a PGDip student who passes two taught modules (60 credits), including the core module BD6.4, but who does not meet the remaining programme requirements for the PGDip may be awarded a PGCert as an exit qualification.

The PGDip is also closely related to the MA in Theology (180 credits): the two programmes draw on the same selection of taught modules and require the same number and distribution of modules. An MA student who passes the four taught modules (120 credits), including the core module BD6.4, but not the MA dissertation/project package (60 credits) may be awarded the PGDip as an exit qualification.

A PGDip student may be allowed to ‘top-up’ to registration for the MA in Theology. There are strict deadlines for such an application, since a successful student needs to meet timing requirements for preparation of the MA dissertation package. A student who has successfully completed the PGDip may later apply to ‘top-up’ to the MA by completing the dissertation package in no more than one academic year part time. Any student registered for the MA but awarded the PGDip as the result of incompletion or failure of the dissertation may not subsequently apply to register to ‘top-up’ to the MA.

Pathways and modules
Pathway information

You must take all of:
• One compulsory module: BD6.4 Hermeneutics, Epistemology & the Knowledge of God (30 credits)
• Three elective modules (90 credits in total), at least one of which must be a taught Specialist Master’s-Level module (coded 6.x)
• Postgraduate Research Seminars (non-credit bearing).  These will normally take place monthly on a weekday evening: the details will be announced at the start of the academic year

Elective modules are offered subject to viability (based on class size) and the College reserves the right to withdraw an elective module if there is insufficient interest; not all elective modules are offered every year.

Requirements for Anglican ordinands: in addition to all elements of the PGDip set out above, you will complete a suite of placements and will also study a selection of modules at Levels 4 and 5 to provide specific Anglican training (as approved by the Church of England). This will normally comprise MN1.1, MN2.1, PM1.2, PM2.2, PM2.5 and PM2.6:
• Anglican Ministry I and Anglican Ministry II (30 credits in total)
• Weekly Church Placement I and Weekly Church Placement II (0 credits)
• Summer Block Placement (0 credits)
• College Weekend Mission (0 credits)

Ordinands will also take 90 credits of additional modules to take the total number of credits over two years to 240. These may be at any level of study (from Level 4 to Level 7).  The selection of these modules will be discussed and agreed as part of the admissions process.

These are the modules running in 2018-19. For a full list of the elective modules which are potentially available in any given year, please see the Programme Specification.

Compulsory for
ALL
Electives
BD6.4 Hermeneutics, Epistemology & the Knowledge of God
30 credits
Postgraduate Research Seminars
Enhanced BA (Hons)-Level
Specialist Master’s-Level
BD5.1 Justification in the Bible & in Christian Doctrine
30 credits
BD6.3 New Testament Theology
30 credits
BS5.2 Advanced Biblical Hebrew Reading
30 credits
BS6.9 The Theology of the Book of Acts
30 credits
BS5.5 Wisdom Literature
30 credits
RP6.6 Master’s-Level Independent Research Project
30 credits
BS5.9 General Epistles
30 credits
RP6.7 Master’s-Level Guided Reading
30 credits
CW5.7 Gospel-Driven Leadership
30 credits
RP6.8 Master’s-Level Guided Reading in a Biblical Language
30 credits
DH5.1 Doctrine of God
30 credits
DW5.2 Global Theology & Practice
30 credits